| Title: | Dr | | Name: | Angela Leung |
| Academic Position: | Assistant Professor (Lecturer in UK or NZ) |
| Name of Institution: | University of Hong Kong |
| Country: | Hong Kong |
| Discipline: | Medicine |
| Department/School: | School of Nursing |
| Course title: | Interprofessional Online Learning for Dementia (IPOLD) |
| Course code: | |
| Class size: | 101 or above |
| Course Year: | Others |
| Assessment Title: | Interprofessional Online Learning for Dementia (IPOLD) |
| Assessment Type: | |
| Time allowed for assessment: | |
| Target: | Technology-enhanced assessment |
| Learning outcomes of the assessment practice: | Learning Outcome 1:Â To encourage students to take an active role in learning and consolidate their search for international and local relevant information and evidence-based practices for dementia treatment and care
Learning Outcome 2:Â To encourage interprofessional communication and cross-faculty learning so that students from different disciplines (medical, nursing, pharmacy and social work) learn to respect and appreciate the contributions made by different disciplines in dementia treatment and care
Learning Outcome 3:Â To encourage students to solve dementia-related problems in health care and support one another in learning through online discussion |
| Key features and principles of the assessment practice: | Online quiz in the form of multiple choice were set up at the end of each module. The last quiz in the form of a scenario, multi-level decision-making portfolio, serves as capstone learning at the end of the course. Students need to exercise all the information obtained in the course when they handle the ill-defined problem in the scenario. |
| What are the best things about this assessment method? | Since the assessment tasks are online, students can attend to them at any time at their convenience. If they have queries, they can stop the assessment and read the materials again to find out the best answers. This strategy aims to cultivate students’ active learning and they are given autonomy to determine the pace of learning according to their individual needs. |
| What are the challenges in implementing this assessment method? | In this kind of online assessment, technical support is essential. Time is needed to set up the question bank and teaching assistant plays a significant role to support teachers to upload the questions and answers to the question bank, test the logistic flow of multi-level decision-making portfolio, and how and when hints should be pop-up to guide students’ learning and thinking. |
| What do your students think about this assessment method? (Any evaluation?) | Quantitative evaluation with quasi-experimental design was carried out. Students participated in this online learning gained more knowledge about dementia care and had more positive attitude towards patients with dementia than those who received lecture.
Four focus group interviews were carried out too. Students generally enjoy this online learning and found this learning flexible and the settings were user-friendly.
|
| Plans for changes/developments in future (if any): | We plan to incorporate this online learning into Bachelor of Nursing curriculum and set this as part of the materials in NURS4201 Gerontological Nursing. For other curriculums such as MBBS, Social Work and Pharmacy, decisions will be made later. |
| Attachment: | |
| Creation date: | 2015-10-16 11:27:02 |
